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Middle-Level/SecondaryPre-Student Teaching Field Experience
Handbook
King’s CollegeEducation Department
Dr. Denise ReboliChairperson, Education Department Professor of EducationPhone: 570.208.5900 X5498E-mail: [email protected]
Br. Stephen LaMendolaAcademic Liaison – Education DepartmentPhone:570.208.5900Email: [email protected]
Mr. Thomas KillinoDirector of Field PlacementsPhone: 570.208.5900 X5360E-mail: [email protected]
Dr. Sunny Minelli WeilandAssistant Professor of EducationScience MethodsPhone: 570.208.5900 ext. 5361E-mail: [email protected]
Dr. Jill YurkoAssociate Professor of EducationLiteracy MethodsPhone: 570.208.5900 ext. 5685E-mail: [email protected]
Mr. Nicholas HolodickProfessor of EducationMath MethodsPhone: 570.208.5900 ext 5290E-mail: [email protected]
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TABLE OF CONTENTS
Page
Description ……………………………………………………………………………………… 3
Scheduling………………………………………………………………………………………. 3
School Placement……………………………………………………………………………….. 3
Goals of Experience …………………………………………………………………………….. 3
General Requirement of Schools ……………………………………………………………… 4
State Requirements …………………………………………………………………………….. 4
Specific Course Requirements ………………………………………………………………… 5
Information Exchange.…………………………………………………………………………. 7
Time Sheet ………………………………………………………………………………………. 8
Lesson Plan ………………………………………………………………………………………..9
Lesson Reflection………………………... …………………………………………………….. 11
Rubric for Professionalism ………………………………………………………………………12 PA Code of Professional Practice …………………………………………………………………13
Permission to Video/Photograph…………………………………………………………………...16
Portfolio Requirements …………………………………………………………………………….17
Observation Forms and Rubric ………...……………………………………….. Appendix A
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Pre-Student Teaching Experience
Description
The Pre-Student Teaching experience is an opportunity for middle level education majors to experience to a more interactive classroom than earlier field experiences. During the semester, students will visit selected classrooms for structured observations and teaching experiences connected with teaching methods courses. Students are required to attend an orientation meeting before starting the experience.
While in the classrooms, students will complete at least three (3) structured observations of teacher implemented lessons during scheduled observation time and will be expected to observe incidental situations before and/or after a lesson. Students will prepare and facilitate five (5) lessons with no more than one lesson day after they have completed the required observations. Whenever students are in the classroom, they are encouraged to interact with the children as much as possible. Interaction includes one-on-one assistance, small group activities, and assisting the teacher in any way that will help facilitate a lesson. Specific requirements and number of observations and lessons for the pre-professional experience will be discussed in the classroom management courses. Fulfillment of requirements will be part of the grading procedures for the courses.
Requirements
Have met Basic Skills Requirement. Hold valid clearances.
Scheduling/School Placement
Although the scheduling for the experience is flexible as to days of the week that a student is in a classroom, students must be scheduled to be in a classroom when the subject area is being taught without disrupting the cooperating schools’ and teachers’ schedule. Information about the cooperating schools’ and classroom teachers’ schedules will be discussed with King’s students when they receive their assignment(s).
Students will begin the experience by contacting the cooperating teacher that they are assigned to and arrange an orientation meeting before the observations begin. At the orientation meeting, students will introduce themselves, learn about the school, arrange for visits, obtain a bell schedule and their cooperating teacher’s schedule and exchange telephone numbers and e-mail addresses. In addition, students should learn about the school’s classroom management and discipline procedures and the scope of the curriculum. Students will also review the requirements of the field experience with their cooperating teacher(s). The student’s expectations of this experience should be shared with the teacher(s). We also encourage the teacher(s) to share expectations of the students. A tentative schedule should be arranged and a school calendar and policy manual should be obtained.
Students will inform the instructors as to which teachers and grade levels they will attend during the experience. The number of students who visit a teacher or school is dependent on the cooperating school’s ability to facilitate the demand.
Goals of Experience
1. To experience the many facets of a classroom and responsibilities of teaching.2. To observe the integration of learning theories discussed in college courses and
actual classroom application.3. To assist the classroom teacher in activities that will enhance student learning.4. To develop and practice teaching skills.5. To develop and practice mentoring skills.
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General Requirements of Schools
1. Appearance: Dress and grooming must be comparable to the professionals in the building. Male students will wear dress slacks, shirts and ties, and socks with their shoes. No piercing jewelry is allowed for males. Female students will wear moderate to long skirts and dresses or dress slacks. Blouses and dress tops should not be tight fitting or have low necklines. One set of earrings is permissible for females, but no other piercing. If a student has a visible tattoo, it should be covered while at the school. Hats or bandannas are not permitted by either gender in the schools. Cigarettes are not permitted on school grounds.
2. Attendance: Students are expected to be present at the school at their arranged date and time.If you must be absent, notify the school and classroom teacher as soon as possible. It is the students’ responsibility to arrange a make-up session.
3. Courtesy: Students are to report to the main office when entering the building. Since studentsare guests of the schools, they are expected to abide by the schools regulations, including no tobacco products. Students are to show respect during prayers and pledge ceremonies.
School personnel will report any infraction of the above regulations to the director of the pre-professional experience.
State Requirements:
Policies and ProceduresBefore teacher candidates may begin their field experience, the following three documents must be
given to the Director of Field Placements, Education Department, King's College. Without the proper documentation, candidates will not be permitted to enter the assigned school. Pennsylvania State Police Criminal Record Check (Act 34)
Pennsylvania school districts require a clearance by the Pennsylvania State Police stating that the applicant does not have a criminal record. Applications for the Act 34 Clearance will be provided to students, but it is their responsibility to mail them. After receiving the results, students are to keep the original and give two copies to the college supervisor. The Act 34 Clearance is valid for one year and may also be obtained online at the following website: https://epatch.state.pa.us/Home.jsp
FBI Check (Act 114)Teacher candidates will need an updated FBI check (can not be older than 1 year) to enter the schools
for field experiences and student teaching. Procedures for obtaining this FBI check can be found online at: http://www.pa.cogentid.com/ Telephone registration is available at 1-888-439-2486 Monday through Friday, 8am to 6pm EST.
Pennsylvania Child Abuse History Clearance (Act 151)Pennsylvania school districts require a Pennsylvania Child Abuse History Clearance stating that the
applicant does not have a child abuse record. Applications for the Act 151 Clearance will be provided to students, but it is their responsibility to mail them. After receiving the results, students are to keep the original and give two copies to the college supervisor. The Act 151 Clearance is valid for one year. The Pennsylvania Child Abuse History Clearance Form (CY 113) may be obtained from the school to which you are applying for employment, the Division of Public Welfare web site www.dpw.state.pa.us/ocyf/ocyfChildAbuseHistInst.asp or from the School Services Unit in the Division of Education.
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Specific Field Experience Requirements
1. Information Exchange: After the initial meeting with the teacher, a copy of the information exchange form should be given to the instructor.
2. Time Sheets: Students are required to keep an accurate record of the time they spend in theclassroom. Students should fill in the time and have the classroom teacher verify and sign it. There should be a time sheet for each subject. (Copies attached.) Completed time sheets must be returned to the instructors.
3. Introduction: On the first visit to the classroom, students will introduce themselves to the class. A brief description of their experiences and goals will be shared with the students to establish rapport with the class.
4. Observations: Observations will be structured and incidental. Instructors in the classroom management courses will explain each type and the requirements for recording observations. (Observation Form attached.)
5. Lesson Presentations: Guidelines and specifications for lessons will be provided by the instructors of the classroom management courses. All lesson plans are to be available for the classroom teacher to review at least 2 days before presentation. Teachers will review the lessons and provide suggestions appropriate for their curriculum and students.
a. Lesson Plan Format: Students will use the King’s College Lesson Plan format. (Sample enclosed in Handbook). The classroom management instructors will review the lesson plan format with the students.
b. Regular Lessons: Students will develop lessons for the time period of the subject in the grade
level that they are teaching. (Times will vary based on the classroom schedule, teacher, and grade level.) The classroom teacher will provide the topic for the lesson and classroom management instructors will review the lesson development with the students.
c. Student Lesson Reflection: Students will complete one Lesson Reflection form for each regular lesson taught. Completed Lesson Reflection forms must be returned to the instructors along with Regular Lesson evaluations completed by the cooperating teachers. (Student Lesson Plans must be attached to Lesson Evaluations.)
6. Evaluation – Cooperating Teacher: The classroom teacher should complete a formal observation of three (3) of the 5 facilitated lessons and will provide feedback in terms of teaching style and subject content. Students should allow for time after teaching to confer with the classroom teacher. Forms are located in the Appendix section of handbook.
7. Evaluation – King’s Supervisor: King’s teacher candidates can expect at least one classroomobservation by a King’s College supervisor. This observation will be followed by a conference intended to provide coaching and feedback. It is the responsibility of the teacher candidate to provide the supervisor
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with a schedule of their teaching one week in advance. If scheduling does not permit a visit, a video taped lesson is to be submitted to the supervisor for evaluation.
8. Lesson Observation Schedule - Exact times, dates, and classrooms numbers are to be submitted to the King’s instructor one week prior to teaching a lesson.
9. Binder: At the conclusion of the field experience, the student will submit a binder to the classroom management instructor with two sections, clearly labeled. The first section should include the following: the time sheet, information exchange, six observations, the two lessons to be graded with the appropriate reflections and cooperative teacher evaluations, and the experiential reflection. The section should be a copy of the first section. This will be removed by the instructors.
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King’s CollegePre-Student Teaching Field Experience
Information Exchange
Student’s Name __________________________________________
Local Telephone _________________________________________
Other Telephones _________________________________________ E-Mail Address ___________________________________________
Subject _________________________________________________
Teachers Name ___________________________________________
Telephone _________________________________________ (Work)
Telephone _________________________________ (Home, optional)
E-Mail Address __________________________________________
Subject ________________________________RM_________________
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King’s CollegeField Experience
Time SheetCourse Number: __________________________ Instructor:___ _____________________________
Date Time Spent In Classroom
Time Spent In Conference
Signature of Classroom Teacher
Student _____________________________________
Subject _______________________
School ______________________________________
Classroom Teacher ___________________________
Semester ____________________
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King’s College Lesson Plan
Student Teacher ______________________________________ Date__________________
Grade ________________________ Subject ______________ Topic_____________________
PA Academic Standards
PA Core Standards
National Standards
Objective What are the students expected to learn at the end of the lesson?
Assessment(s)Often formative.
ObjectiveWhat are the students expected to learn at the end of the lesson?
Assessment(s)Often formative.
Add objectives, if needed. Add assessments, if needed.
Describe how you will differentiate instruction and create multiple pathways to meet the diverse needs of students.
Materials and Resources Needed Include materials used by the teacher and students as well as audio-visual and computer technology.
Anticipatory Set/Motivation What “grabs” the students’ attention? Sometimes takes the form of a review of a previous lesson.
Procedures Include the sequence of the lesson and a brief description of the various teaching methods/instructional strategies to be used. Examples: input, modeling, guided practice& checking for understanding where appropriate. Give examples of how the student practices the expected performance (checking for understanding.)
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Closure Helps students review what they learned in the lesson (see objectives.) Closure activities must involve all students.
Assignment Describe the independent practice/assignment that demonstrates how the students exhibit the behavior set forth in the objectives. (Complete problems, write a paper, complete a project, do research, etc.)
Post Lesson Reflection for Observed Classes:Upon the completion of the lesson, write a short reflection on the lesson including these areas:1. academic strengths/areas to improve2. classroom management strengths/areas to improve3. any other additional reflections on the lesson
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King’s CollegePre-Student Teaching Field Experience
Lesson Reflection *Please also revisit Domain 4 on Evidence Form*
Student _____________________________________________ Date ________________________
Subject _____________________________________________ Topic _______________________
Grade Level ________________________________________
1. How did the motivation activities arouse the students’ interest?
2. How were your teaching procedures effective for presenting the content?
3. How were the lesson materials appropriate and effective?
4. Describe how students participated in the lesson.
5. Which of Gardner’s multiple intelligences did you apply to accommodate differences in learning styles?
6. What classroom management techniques did you use?
7. What was the most effective aspect of the lesson?
8. What was the least effective aspect of the lesson?
9. How would you adjust your lesson plan for the future?
10. How were standards met?
Additional comments:
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****This form must be completed by the cooperating teacher at the conclusion of your placement and turned in as a component of your pre-student teaching binder.
King’s CollegePre-Student Teaching Semester
Rubric to Assess Professionalism
Pre-Student Teaching Student _______________________________________
Cooperating Teacher __________________________________________
1 2 3 4Fails to speak oract in aprofessionalmanner;
Displayslack of confidence or limitedenthusiasm forteaching or forworking withstudents;
Showslack of sincerity orconcern for students or theirfamilies;
Is not punctual ordependable.
Speaks or acts ina professionalmanner.
Displays somelack of confidencebut is optimisticabout learning towork with studentsand families andto teach well;
Shows awillingness to grow and learn;
Is sometimes not punctual or dependable
Speaks and actsin a professionalmanner.
Displaysconfidence andenthusiasm forteaching andworking withstudents and families;
Makesconstant efforts tolearn and improvepractice;
Is mostly punctualand dependable.
Speaks and actsin a professionalmanner;
Projectsenthusiasm and ahigh degree ofenergy forteaching;
Displaysa genuine concern forstudents andfamilies thattranslates into aconstant pursuit ofopportunities togrow and learn asa teacher and asan advocate for students.
Is always punctualand dependable.
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Teaching in PA
Pennsylvania's Code of Professional Practice and Conduct for Educators
Section 1. MissionThe Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession.
Section 2. Introduction(a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251 - 12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10).(b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values.
Section 3. Purpose(a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public.(b) Professional educators recognize their primary responsibility to the student and the development of the student's potential. Central to that development is the professional educator's valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience.
Section 4. Practices(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator's conduct toward students and colleagues, and the educator's employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section.(b) Professional educators are expected to abide by the following:(1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. § § 1-101 - 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employe Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)
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(1), (2) and (4)) and this chapter.(2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science.(3) Professional educators shall maintain high levels of competence throughout their careers.(4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive.(5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning.(6) Professional educators shall impart to their students principles of good citizenship and societal responsibility.(7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect.(8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment.(9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator.(10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student's health and safety.
Section 5. ConductIndividual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of § § 235.6-235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.
Section 6. Legal obligations(a)The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251-12-1268), known as the Teacher Certification Law.(b)The professional educator may not engage in conduct prohibited by:(1) The Public School Code of 1949 (24 P. S. § § 1-101-27-2702) and other laws relating to the schools or the education of children.(2) The applicable laws of the Commonwealth establishing ethics of public officials and public employes, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401-413), known as the Public Official and Employee Ethics Law.(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.
Section 7. CertificationThe professional educator may not:(1) Accept employment, when not properly certificated, in a position for which certification is required.(2) Assist entry into or continuance in the education profession of an unqualified person.(3) Employ, or recommend for employment, a person who is not certificated appropriately for the position.
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The professional educator may not:(1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.(2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities.
Section 9. Improper personal or financial gain(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.(2) Exploit a professional relationship for personal gain or advantage.
Section 10. Relationships with studentsThe professional educator may not:(1) Knowingly and intentionally distort or misrepresent evaluations of students.(2) Knowingly and intentionally misrepresent subject matter or curriculum.(3) Sexually harass or engage in sexual relationships with students.(4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section.
Section 11. Professional relationshipsThe professional educator may not:(1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator.(2) Knowingly and intentionally distort evaluations of colleagues.(3) Sexually harass a fellow employee.(4) Use coercive means or promise special treatment to influence professional decisions of colleagues.(5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards.
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KING'S COLLEGE EDUCATION DEPARTMENT
PERMISSION FOR PHOTOGRAPH/VIDEOTAPING FORM
Dear Parent/ Guardian,
As part of the pre-student teaching experience at King’s College, I may need to photograph or videotape a brief clip of one of more of my lessons or projects. The purpose of this documentation is view my teaching and corresponding instructional materials I have created.
I am requesting your permission to have your son/ daughter/ ward participate in the photography and/or videotaping. The photographs/videotape will not identify your son/ daughter/ ward by full name, school, or personal information. The materials will not be used for public viewing.
Please read the permission statement below, indicate your choice and return the completed form to school.
Sincerely,
_________________________________ Student Teacher
_________________________________ Classroom Teacher
------------------------------------------------------------------------------------------------------------
_____ I give permission for my son/ daughter/ ward to participate in the photography/videotaping of classroom lessons. I understand that the videotape will be used for educational purposes only and that my son’s/ daughter’s/ ward’s identity will be protected.
_____ I do not give permission for my son/ daughter/ ward to participate in the photography/videotaping of classroom lessons. I understand that the videotape will be used for educational purposes only and that my son’s/ daughter’s/ ward’s identity will be protected.
Student_______________________________________ Date _________________________
Parent’s or Guardian’s Signature ___________________________________________________
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Field Experience Portfolio Submitted on date requested by instructor after the observation placement.As part of your methods experience, you will be conducting an on-site field experience that will last approximately 90 hours. This experience is designed to get you into the field as an observer and a teacher of social studies. As part of your field experience, you will compile a portfolio demonstrating completion and mastery of the items detailed within the outline provided.
Portfolio Requirement:Based on an 25 hour (Secondary) and a approximately 90 hour (middle level) field experience, a portfolio will be developed that contains documentation of the following activities:
a. time spent with the cooperating teacher (form provided)b. information on the required activities noted below. c. Domains noted below are from The Danielson Framework for Teaching Evaluation Instrument.
Required Activities1. Professional Responsibilities (Domain 4): Assist the teacher in the daily conduct of the class
(tasks such as taking attendance, recording grades, making copies, etc.)Timeline (dates) with summary of work completed and support of teacher. (5%)
2. Instruction (Domain 3): Work with small groups and individuals who need assistance with their class work. Timeline (dates) with summary of work conducted in small group and one on one work with students. (5%)
3. Professional Responsibilities (Domain 4): Locate and review teacher and student handbooks. Familiarize yourself with the procedures that the teachers and students need to follow.Provide a summary of what you consider to be the 5 most critical items found in each handbook. (5%)
4. Professional Responsibilities (Domain 4): Engage in collaborative conversation with the cooperating teacher regarding:
classroom management, strategies for teaching special needs or “at risk” students, and beliefs about education.
Write a description of the diversity (age, gender, culture, or ability) that you encountered in this teacher’s classroom. Describe the strategies used to 1) manage the classroom, 2) differentiate for learners, and 3) teacher’s philosophy of education. (10%)
5. Professional Responsibilities (Domain 4): Discuss with your cooperating teacher how s/he communicates with parents/guardians.
Write a reflection outlining methods used by cooperating teacher and please indicate at least
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two (2) additional methods you will use to share information and communicate with parents. Prepare an introductory letter for parents (must be approved by professor and cooperating teacher). (5%)
6. Classroom Environment and Instruction (Domains 2 & 3): Evaluate three structured observations of your cooperating teacher documenting evidence using the Danielson Framework for Teaching Evaluation Instrument. Prepare a memo to the teacher and their administrator coaching them with ideas that will take them from “good to great.” (15%)
7. Planning and Preparation (Domain 1): Create at least 3 lesson plans and teach the lessons. Follow the King’s College format. Be sure to include how you plan to differentiate instruction for the diverse learners that you have identified. Your cooperating teacher should review all lesson plans before you implement them and formally evaluate at least one of the lessons using the King’s College Rubric. Dr. Weiland will observe at least one lesson. A pre-observation conference takes place with Dr. Weiland before formal observation. Please include three lessons in portfolio, and upload the two lessons that were formally evaluated (one by coop and supervisor) into taskstream.(20%)
8. Planning and Preparation (Domain 1): Create an activity for use within as part of your lessons. Submit activity and reflection on success as evidence of your work. (5%)
9. Planning and Preparation (Domain 1) or Classroom Environment (Domain 2): Evaluate the effectiveness of the room arrangement for different activities, e.g. whole class instruction, group work, experiments, etc. Please provide a reflection related to the current state of the classroom and what you might change, modify or adapt for your own classroom environment. You may include a schemata of desired classroom design. (5%)
10. Planning and Preparation (Domain 1): Collaborate with your cooperating teacher to plan, implement, and evaluate a lesson or activity involving student’s use of technology project. Provide a written summary or lesson plan detailing this project and success of implementation. (5%)
11. Professional Responsibilities (Domain 4): Interview one person from the support team regarding his/her involvement with students, regular teachers and the curriculum. Please provide a written reflection as to how they work with students and support teaching and learning. (5%)
12. Planning and Preparation (Domain 1): Review appropriate subject area texts and other instructional materials, including teacher plans. Provide a written analysis of materials and lesson resources. (5%)
13. Final Reflection: Write a reflection of your field experience – what did you learn about yourself, about teaching, etc. (10%)
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Appendix A: Teacher Evaluation Rubric
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King's College Pre-Student Teaching Evaluation Unsatisfactory Basic Proficient Distinguished Score/
Level1a:Demonstratingknowledge ofcontent andpedagogy
In planning and practice,the teacher candidatemakes content errors ordoes not correct errorsmade by students. Theteacher candidate displayslittle understanding ofprerequisite knowledgeimportant to studentlearning of the content.The teacher candidatedisplays little or nounderstanding of the rangeof pedagogical approachessuitable to student learningof the content.
The teacher candidate isfamiliar with the importantconcepts in the discipline butdisplays a lack of awareness ofhow these concepts relate toone another. The teachercandidate indicates someawareness of prerequisitelearning, although suchknowledge may be inaccurateor incomplete. The teachercandidate’s plans and practicereflect a limited range ofpedagogical approaches to thediscipline or to the students.
The teacher candidatedisplays solid knowledge ofthe important concepts inthe discipline and how theserelate to one another. Theteacher candidatedemonstrates accurateunderstanding ofprerequisite relationshipsamong topics. The teachercandidate’s plans andpractice reflect familiaritywith a wide range ofeffective pedagogicalapproaches in the subject.
The teacher displays extensiveknowledge of the importantconcepts in the discipline and howthese relate both to one anotherand to other disciplines. Theteacher demonstratesunderstanding of prerequisiterelationships among topics andconcepts and understands the linkto necessary cognitive structuresthat ensure student understanding.The teacher’s plans and practicereflect familiarity with a widerange of effective pedagogicalapproaches in the discipline andthe ability to anticipate studentmisconceptions
1b:Demonstratingknowledge ofstudents
The teacher candidatedisplays minimalunderstanding of howstudents learn—and littleknowledge of their variedapproaches to learning,knowledge and skills,special needs, and interestsand cultural heritages—and does not indicate thatsuch knowledge is
The teacher candidate displaysgenerally accurate knowledgeof how students learn and oftheir varied approaches tolearning, knowledge and skills,special needs, and interestsand cultural heritages, yet may
The teacher candidateunderstands the activenature of student learningand attains informationabout levels of developmentfor groups of students. Theteacher candidate alsopurposefully acquiresknowledge from severalsources about groups ofstudents’ varied approaches
The teacher understands the activenature of student learning andacquires information about levelsof development for individualstudents. The teacher alsosystematically acquires knowledge
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Unsatisfactory Basic Proficient Distinguished Score/Levelvaluable. apply this knowledge not to
individual students but to theclass as a whole.
to learning, knowledge andskills, special needs, andinterests and culturalheritages
from several sources aboutindividual students’ variedapproaches to learning, knowledgeand skills, special needs, andinterests and cultural heritages.
1c:Settinginstructionaloutcomes
The outcomes representlow expectations forstudents and lack of rigor,and not all of theseoutcomes reflect importantlearning in the discipline.They are stated as studentactivities, rather than asoutcomes for learning.Outcomes reflect only onetype of learning and onlyone discipline or strandand are suitable for onlysome students.
Outcomes representmoderately high expectationsand rigor. Some reflectimportant learning in thediscipline and consist of acombination of outcomes andactivities. Outcomes reflectseveral types of learning, butthe teacher candidate has madeno effort at coordination orintegration. Outcomes, basedon global assessments ofstudent learning, are suitablefor most of the students in theclass.
Most outcomes representrigorous and importantlearning in the disciplineand are clear, are written inthe form of student learning,and suggest viable methodsof assessment. Outcomesreflect several differenttypes of learning andopportunities forcoordination, and they aredifferentiated, in whateverway is needed, for differentgroups of students.
All outcomes represent high-levellearning in the discipline. They areclear, are written in the form ofstudent learning, and permit viablemethods of assessment. Outcomesreflect several different types oflearning and, where appropriate,represent both coordination andintegration. Outcomes aredifferentiated, in whatever way isneeded, for individual students.
1d:Demonstratingknowledge ofresources
The teacher candidate isunaware of resources toassist student learningbeyond materials providedby the school or district,nor is the teachercandidate aware ofresources for expandingone’s own professionalskill.
The teacher candidate displayssome awareness of resourcesbeyond those provided by theschool or district for classroomuse and for extending one’sprofessional skill but does notseek to expand thisknowledge.
The teacher candidatedisplays awareness ofresources beyond thoseprovided by the school ordistrict, including those onthe Internet, for classroomuse and for extending one’sprofessional skill, and seeksout such resources.
The teacher’s knowledge ofresources for classroom use andfor extending one’s professionalskill is extensive, including thoseavailable through the school ordistrict, in the community, throughprofessional organizations anduniversities, and on the Internet
1e:Designingcoherentinstruction
Learning activities arepoorly aligned with theinstructional outcomes, donot follow an organizedprogression, are notdesigned to engagestudents in activeintellectual activity, andhave unrealistic timeallocations. Instructionalgroups are not suitable tothe activities and offer no
Some of the learning activitiesand materials are aligned withthe instructional outcomes andrepresent moderate cognitivechallenge, but with nodifferentiation for differentstudents. Instructional groupspartially support the activities,with some variety. The lessonor unit has a recognizablestructure; but the progressionof activities is uneven, with
Most of the learningactivities are aligned withthe instructional outcomesand follow an organizedprogression suitable togroups of students. Thelearning activities havereasonable time allocations;they represent significantcognitive challenge, withsome differentiation fordifferent groups of students
The sequence of learning activitiesfollows a coherent sequence, isaligned to instructional goals, andis designed to engage students inhigh-level cognitive activity.These are appropriatelydifferentiated for individuallearners. Instructional groups arevaried appropriately, with someopportunity for student choice.
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Unsatisfactory Basic Proficient Distinguished Score/Levelvariety. only some reasonable time
allocations. and varied use ofinstructional groups
1f:Designing studentassessment
Assessment procedures arenot congruent withinstructional outcomes andlack criteria by whichstudent performance willbe assessed. The teachercandidate has no plan toincorporate formativeassessment in the lesson orunit
Assessment procedures arepartially congruent withinstructional outcomes.Assessment criteria andstandards have beendeveloped, but they are notclear. The teacher candidate’sapproach to using formativeassessment is rudimentary,including only some of theinstructional outcomes.
All the instructionaloutcomes may be assessedby the proposed assessmentplan; assessmentmethodologies may havebeen adapted for groups ofstudents. Assessmentcriteria and standards areclear. The teacher candidatehas a well-developedstrategy for using formativeassessment and hasdesigned particularapproaches to be used.
All the instructional outcomes maybe assessed by the proposedassessment plan, with clear criteriafor assessing student work. Theplan contains evidence of studentcontribution to its development.Assessment methodologies havebeen adapted for individualstudents as the need has arisen.The approach to using formativeassessment is well designed andincludes student as well as teacheruse of the assessment information.
2a:Creating anenvironment ofrespect andrapport
Patterns of classroominteractions, bothbetween teachercandidate and studentsand among students, aremostly negative,inappropriate, orinsensitive to students’ages, culturalbackgrounds, anddevelopmental levels.Student interactions arecharacterized by sarcasm,put-downs, or conflict.The teacher candidatedoes not deal withdisrespectful behavior.
Patterns of classroominteractions, both betweenteacher candidate and studentsand among students, aregenerally appropriate but mayreflect occasionalinconsistencies, favoritism,and disregard for students’ages, cultures, anddevelopmental levels. Studentsrarely demonstrate disrespectfor one another. The teachercandidate attempts to respondto disrespectful behavior, withuneven results. The net resultof the interactions is neutral,conveying neither warmth norconflict.
Teacher-student interactionsare friendly and demonstrategeneral caring and respect.Such interactions areappropriate to the ages,cultures, and developmentallevels of the students.Interactions among studentsare generally polite andrespectful, and studentsexhibit respect for the teachercandidate. The teachercandidate respondssuccessfully to disrespectfulbehavior among students.The net result of theinteractions is polite,respectful, and businesslike,though students may besomewhat cautious abouttaking intellectual risks.
Classroom interactions betweenteacher and students and amongstudents are highly respectful,reflecting genuine warmth, caring,and sensitivity to students asindividuals. Students exhibitrespect for the teacher andcontribute to high levels of civilityamong all members of the class.The net result is an environmentwhere all students feel valued andare comfortable taking intellectualrisks.
2b:Establishing aculture for learning
The classroom culture ischaracterized by a lack ofteacher candidate orstudent commitment to
The classroom culture ischaracterized by littlecommitment to learning by theteacher candidate or students.
The classroom culture is aplace where learning isvalued by all; highexpectations for both
The classroom culture is acognitively busy place,characterized by a shared belief inthe importance of learning. The
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Unsatisfactory Basic Proficient Distinguished Score/Levellearning, and/or little orno investment of studentenergy in the task athand. Hard work and theprecise use of languageare not expected orvalued. Medium to lowexpectations for studentachievement are thenorm, with highexpectations for learningreserved for only one ortwo students.
The teacher candidate appearsto be only “going through themotions,” and studentsindicate that they areinterested in the completion ofa task rather than the quality ofthe work. The teachercandidate conveys that studentsuccess is the result of naturalability rather than hard work,and refers only in passing tothe precise use of language.High expectations for learningare reserved for those studentsthought to have a naturalaptitude for the subject
learning and hard work arethe norm for most students.Students understand theirrole as learners andconsistently expend effort tolearn. Classroom interactionssupport learning, hard work,and the precise use oflanguage.
teacher conveys high expectationsfor learning for all students andinsists on hard work; studentsassume responsibility for highquality by initiatingimprovements, making revisions,adding detail, and/or assistingpeers in their precise use oflanguage.
2c:Managingclassroomprocedures
Much instructional timeis lost due to inefficientclassroom routines andprocedures. There is littleor no evidence of theteacher candidate’smanaging instructionalgroups and transitionsand/or handling ofmaterials and supplieseffectively. There is littleevidence that studentsknow or followestablished routines
Some instructional time is lostdue to partially effectiveclassroom routines andprocedures. The teachercandidate’s management ofinstructional groups andtransitions, or handling ofmaterials and supplies, orboth, are inconsistent, leadingto some disruption of learning.With regular guidance andprompting, students followestablished routines.
There is little loss ofinstructional time due toeffective classroom routinesand procedures. The teachercandidate’s management ofinstructional groups andtransitions, or handling ofmaterials and supplies, orboth, are consistentlysuccessful. With minimalguidance and prompting,students follow establishedclassroom routines.
Instructional time is maximizeddue to efficient and seamlessclassroom routines andprocedures. Students take initiativein the management of instructionalgroups and transitions, and/or thehandling of materials and supplies.Routines are well understood andmay be initiated by students.
2d:Managing studentbehavior
There appear to be noestablished standards ofconduct, or studentschallenge them. There islittle or no teachercandidate monitoring ofstudent behavior, andresponse to students’misbehavior is repressiveor disrespectful ofstudent dignity
Standards of conduct appear tohave been established, buttheir implementation isinconsistent. The teachercandidate tries, with unevenresults, to monitor studentbehavior and respond tostudent misbehavior.
Student behavior is generallyappropriate. The teachercandidate monitors studentbehavior against establishedstandards of conduct.Teacher response to studentmisbehavior is consistent,proportionate, and respectfulto students and is effective
Student behavior is entirelyappropriate. Students take anactive role in monitoring their ownbehavior and/or that of otherstudents against standards ofconduct. Teacher monitoring ofstudent behavior is subtle andpreventive. The teacher’s responseto student misbehavior is sensitiveto individual student needs andrespects students’ dignity.
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Unsatisfactory Basic Proficient Distinguished Score/Level2e:Organizingphysical space
The classroomenvironment is unsafe, orlearning is not accessibleto many. There is pooralignment between thearrangement of furnitureand resources, includingcomputer technology,and the lesson activities.
The classroom is safe, andessential learning is accessibleto most students. The teachercandidate makes modest use ofphysical resources, includingcomputer technology. Theteacher candidate attempts toadjust the classroom furniturefor a lesson or, if necessary, toadjust the lesson to thefurniture, but with limitedeffectiveness.
The classroom is safe, andstudents have equal access tolearning activities; theteacher candidate ensuresthat the furniturearrangement is appropriate tothe learning activities anduses physical resources,including computertechnology, effectively.
The classroom environment issafe, and learning is accessible toall students, including those withspecial needs. The teacher makeseffective use of physical resources,including computer technology.The teacher ensures that thephysical arrangement isappropriate to the learningactivities. Students contribute tothe use or adaptation of thephysical environment to advancelearning.
3a:Communicatingwith students
The instructional purposeof the lesson is unclear tostudents, and thedirections and proceduresare confusing. The teachercandidate’s explanation ofthe content contains majorerrors. The teachercandidate’s spoken orwritten language containserrors of grammar orsyntax. The teachercandidate’s vocabulary isinappropriate, vague, orused incorrectly, leavingstudents confused.
The teacher candidate’sattempt to explain theinstructional purpose haspartial success, and/ordirections and proceduresmust be clarified afterinitial student confusion.The teacher candidate’sexplanation of the contentmay contain minor errors;some portions are clear;other portions are difficultto follow. The teachercandidate’s explanationconsists of a monologue,with no invitation to thestudents for intellectualengagement. Teachercandidate’s spokenlanguage is correct;however, his or hervocabulary is limited, ornot fully appropriate to thestudents’ ages orbackgrounds.
The teacher candidateclearly communicatesinstructional purpose ofthe lesson, includingwhere it is situated withinbroader learning, andexplains procedures anddirections clearly. Teachercandidate’s explanation ofcontent is well scaffolded,clear and accurate, andconnects with students’knowledge and experience.During the explanation ofcontent, the teachercandidate invites studentintellectual engagement.Teacher candidate’sspoken and writtenlanguage is clear andcorrect and usesvocabulary appropriate tothe students’ ages andinterests.
The teacher links theinstructional purpose of thelesson to student interests; thedirections and procedures areclear and anticipate possiblestudent misunderstanding. Theteacher’s explanation of contentis thorough and clear, developingconceptual understandingthrough artful scaffolding andconnecting with students’interests. Students contribute toextending the content and helpexplain concepts to theirclassmates. The teacher’sspoken and written language isexpressive, and the teacher findsopportunities to extend students’vocabularies.
3b:Using questioningand discussion
Teacher candidate’squestions are of lowcognitive challenge,require single correct
Teacher candidate’squestions lead studentsthrough a single path ofinquiry, with answers
Although the teachercandidate may use somelow-level questions, he orshe asks the students
Teacher uses a variety orseries of questions orprompts to challengestudents cognitively,
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Unsatisfactory Basic Proficient Distinguished Score/Leveltechniques responses, and are asked
in rapid succession.Interaction betweenteacher candidate andstudents ispredominantly recitationstyle, with the teachercandidate mediating allquestions and answers. Afew students dominatethe discussion
seemingly determined inadvance. Alternatively,the teacher candidateattempts to frame somequestions designed topromote student thinkingand understanding, butonly a few students areinvolved. Teachercandidate attempts toengage all students in thediscussion and toencourage them torespond to one another,but with uneven results.
questions designed topromote thinking andunderstanding. Teachercandidate creates agenuine discussionamong students,providing adequate timefor students to respondand stepping aside whenappropriate. Teachercandidate successfullyengages most students inthe discussion, employinga range of strategies toensure that most studentsare heard.
advance high-level thinkingand discourse, and promotemetacognition. Studentsformulate many questions,initiate topics, and makeunsolicited contributions.Students themselves ensurethat all voices are heard inthe discussion.
3c:Engaging studentsin learning
Learning tasks andactivities, materials,resources, instructionalgroups and technology arepoorly aligned with theinstructional outcomes orrequire only roteresponses. The pace of thelesson is too slow or toorushed. Few students areintellectually engaged orinterested.
Learning tasks andactivities are partiallyaligned with theinstructional outcomes butrequire only minimalthinking by students,allowing most to bepassive or merelycompliant. The pacing ofthe lesson may not providestudents the time needed tobe intellectually engaged.
The learning tasks andactivities are aligned withthe instructional outcomesand designed to challengestudent thinking, the resultbeing that most studentsdisplay active intellectualengagement with importantand challenging content andare supported in thatengagement by teachercandidate scaffolding. Thepacing of the lesson isappropriate, providing moststudents the time needed tobe intellectually engaged.
Virtually all students areintellectually engaged inchallenging contentthrough well-designedlearning tasks andsuitable scaffolding bythe teacher and fullyaligned with theinstructional outcomes. Inaddition, there isevidence of some studentinitiation of inquiry andof student contribution tothe exploration ofimportant content. Thepacing of the lessonprovides students thetime needed tointellectually engage withand reflect upon theirlearning and toconsolidate theirunderstanding. Studentsmay have some choice inhow they complete tasksand may serve asresources for one another
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Unsatisfactory Basic Proficient Distinguished Score/Level3d:Using Assessmentin Instruction
There is little or noassessment or monitoringof student learning;feedback is absent or ofpoor quality. Students donot appear to be aware ofthe assessment criteriaand do not engage inself-assessment.
Assessment is usedsporadically by teachercandidate and/or studentsto support instructionthrough some monitoringof progress in learning.Feedback to students isgeneral, students appearto be only partially awareof the assessment criteriaused to evaluate theirwork, and few assesstheir own work.Questions, prompts, andassessments are rarelyused to diagnose evidenceof learning
Assessment is usedregularly by teachercandidate and/or studentsduring the lesson throughmonitoring of learningprogress and results inaccurate, specificfeedback that advanceslearning. Students appearto be aware of theassessment criteria; someof them engage in self-assessment.Questions,prompts, assessments areused to diagnose evidenceof learning
Assessment is fullyintegrated into instructionthrough extensive use offormative assessment.Students appear to be awareof, and there is someevidence that they havecontributed to, theassessment criteria. Studentsself-assess and monitor theirprogress. A variety offeedback, from both theirteacher and their peers, isaccurate, specific, andadvances learning.Questions, prompts,assessments are usedregularly to diagnoseevidence of learning byindividual students
3e: Demonstratingflexibility andresponsiveness
The teacher candidateadheres to the instructionplan in spite of evidenceof poor studentunderstanding or lack ofinterest. Teachercandidate ignores studentquestions; when studentsexperience difficulty, theteacher candidate blamesthe students or theirhome environment.
The teacher candidateattempts to modify thelesson when needed andto respond to studentquestions and interests,with moderate success.Teacher candidateaccepts responsibility forstudent success but hasonly a limited repertoireof strategies to drawupon.
The teacher candidatepromotes the successfullearning of all students,making minor adjustmentsas needed to instructionalplans and accommodatingstudent questions, needs,and interests. Drawing ona broad repertoire ofstrategies, the teachercandidate persists inseeking approaches forstudents who havedifficulty learning.
Teacher seizes anopportunity to enhancelearning, building on aspontaneous event or studentinterests, or successfullyadjusts and differentiatesinstruction to addressindividual studentmisunderstandings. Teacherpersists in seeking effectiveapproaches for students whoneed help, using anextensive repertoire ofinstructional strategies andsoliciting additionalresources from the school orcommunity. In addition tothe characteristics of“proficient”: The teacher’sadjustments to the lesson aredesigned to assist individualstudents. Teacher seizes on ateachable moment to
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Unsatisfactory Basic Proficient Distinguished Score/Levelenhance a lesson. Theteacher conveys to studentsthat s/he won’t consider alesson “finished” until everystudent understands and thats/he has a broad range ofapproaches to use. Inreflecting on practice, theteacher can cite others in theschool and beyond whoms/he has contacted forassistance in reaching somestudents.
4a:Reflecting onTeaching
The teacher candidate doesnot know whether a lessonwas effective or achievedits instructional outcomes,or the teacher candidateprofoundly misjudges thesuccess of a lesson. Theteacher candidate has nosuggestions for how alesson could be improved.
The teacher candidate has agenerally accurate impressionof a lesson’s effectivenessand the extent to whichinstructional outcomes weremet. The teacher candidatemakes general suggestionsabout how a lesson could beimproved.
The teacher candidate makesan accurate assessment of alesson’s effectiveness and theextent to which it achievedits instructional outcomesand can cite generalreferences to support thejudgment. The teachercandidate makes a fewspecific suggestions of whatcould be tried another timethe lesson is taught.
The teacher makes a thoughtfuland accurate assessment of alesson’s effectiveness and theextent to which it achieved itsinstructional outcomes, citingmany specific examples from thelesson and weighing the relativestrengths of each. Drawing on anextensive repertoire of skills, theteacher offers specific alternativeactions, complete with theprobable success of differentcourses of action.
4b:MaintainingAccurate Records
Even with supervision theteacher candidatedemonstrates maintaininginformation on studentcompletion of assignmentsand student progress inlearning that is nonexistentor in disarray. The recordsfor non-instructionalactivities are in disarraywhich results in errors andconfusion.
With supervision the teachercandidate demonstratesmaintaining information onstudent completion ofassignments and studentprogress in learning that isrudimentary and partiallyeffective. Records for noninstructionalactivities areadequate but inefficient and,unless given frequentoversight by the cooperatingteacher, prone to errors.
With supervision the teachercandidate demonstratesmaintaining information onstudent completion ofassignments, studentprogress in learning, andnon-instructional records thatis fully effective.
The teacher’s system formaintaining information on studentcompletion of assignments, studentprogress in learning, and noninstructionalrecords is fullyeffective. Students contributeinformation and participate inmaintaining the records.
4c:Supervisedcommunication
The teacher candidate hasnot demonstrated thecultural, professional,
With supervision, the teachercandidate demonstrates somecommunication and
With supervision, the teachercandidate communicateseffectively with families
The teacher communicatesfrequently with families in aculturally sensitive manner, with
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Unsatisfactory Basic Proficient Distinguished Score/Levelwith families social, and verbal skills
necessary for involvementwith families.
involvement with families.The teacher candidate makespartially successful attemptsto engage families in theinstructional program
multiple times: making someattempts to successfullyengage families in theinstructional program.
students contributing to thecommunication. The teacherresponds to family concerns withprofessional and culturalsensitivity. The teacher’s efforts toengage families in the instructionalprogram are frequent andsuccessful.
4d:Participating in aProfessionalCommunity
The teacher candidate’srelationships withcolleagues are negative orself-serving. The teachercandidate avoidsparticipation in aprofessional culture ofinquiry, resistingopportunities to becomeinvolved. The teachercandidate avoids becominginvolved in school eventsor school and districtprojects recommended bythe cooperating teacher.
The teacher candidate’sprofessional relationships arecordial and fulfillschool/district dutiesrecommended by thecooperating teacher;including involvement in aculture of inquiry, schoolevents and/or school/districtprojects when asked.
The teacher candidate’sprofessional relationships arecharacterized by mutualsupport and cooperation;include active participationin a culture of professionalinquiry, school events andschool/district projects,making substantialcontributions.
Professional relationships arecharacterized by mutual support,cooperation and initiative inassuming leadership in promotinga culture of inquiry and makingsubstantial contributions toschool/district projects.
4e:Growing andDevelopingprofessionally
The teacher candidateengages in no professionaldevelopment activities toenhance knowledge orskill. The teachercandidate resists feedbackon teaching performancefrom either supervisors ormore experiencedcolleagues. The teachercandidate makes no effortto share knowledge withothers or to assumeprofessionalresponsibilities
The teacher candidateparticipates to a limitedextent in professionalactivities when they areconvenient. The teachercandidate engages in alimited way with colleaguesand supervisors inprofessional conversationabout practice, includingsome feedback on teachingperformance. The teachercandidate finds limited waysto assist other teachers andcontribute to the profession.
The teacher candidate seeksout opportunities forprofessional development toenhance content knowledgeand pedagogical skill. Theteacher candidate activelyengages with colleagues andsupervisors in professionalconversation about practice,including feedback aboutpractice. The teachercandidate participatesactively in assisting othereducators and looks for waysto contribute to theprofession.
The teacher seeks out opportunitiesfor professional development andmakes a systematic effort toconduct action research. Theteacher solicits feedback onpractice from both supervisors andcolleagues. The teacher initiatesimportant activities to contribute tothe profession.
4f:Showing
The teacher candidateinteractions are
The teacher candidateinteraction are characterized
The teacher candidatedisplays high standards of
The teacher can be counted on tohold the highest standards of
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Unsatisfactory Basic Proficient Distinguished Score/LevelProfessionalism characterized by
inconsistentprofessionalism in dress,grooming, communication,timeliness, commitment toteaching, ability to take onresponsibilities in theclassroom, and otherschool responsibilities.
by honest, genuine butinconsistent professionalismin dress, grooming,communication, timeliness,commitment to teaching,ability to take onresponsibilities in theclassroom, or other schoolresponsibilities.
honesty, integrity, andconfidentiality in interactionswith colleagues, students,and the public. The teachercandidate demonstrates fullcommitments to teaching anda willingness to take onresponsibilities in theclassroom and other schoolresponsibilities as well assome voluntary participationin professional developmentor after school activities.
honesty, integrity, andconfidentiality and takes aleadership role with colleagues.The teacher is highly proactive inserving students, seeking outresources when needed. Theteacher makes a concerted effort tochallenge negative attitudes orpractices to ensure that allstudents, particularly thosetraditionally underserved, arehonored in the school. The teachertakes a leadership role in team ordepartmental decision making andhelps ensure that such decisionsare based on the highestprofessional standards. The teachercomplies fully with school anddistrict regulations, taking aleadership role with colleagues.
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Student teacher Candidate: Date: Time: Lesson Topic: Grade Level: Fall 2017 Observer: Please Circle: Cooperating Teacher Supervisor Observation #: 1 2/Video 3 4
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student teacher with rubric self-assessment and
input from observer.
Instructions: Step 1: PRE-CONFERENCE DOCUMENTATION with LESSON PLAN (Off-Stage Evidence): Domain 1 & 4 are to be completed by the teacher candidate in advance of announced observation and sent to observer 2 days in advance with Lesson Plan. This form and lesson will be discussed during pre-observation conference in preparation for classroom visit.STEP 2: Pre-observation conversation: Supervisor/Cooperating teacher and/or teacher candidate can add evidence to Domain1 and/or Domain 4 during pre-observation conference.
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student teacher with rubric self-
assessment and input from observer.
DOMAIN 1: Planning and Preparation DOMAIN 4: Professional Responsibilities List any evidence for D4 that relates to the lesson being taught; evidence not required for all
D4 componentso U (0)o D (1)o P (2)
1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What pedagogical techniques will be used? What prerequisite learning is required?
4a. Reflecting on Teaching: What reflections caused you to design the lesson as you did? (Answer after the lesson: Have the objectives of the lesson been met by all or some of the students?)
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
1b. Demonstrating Knowledge of Students: Characterize the class. How will you modify this lesson for groups or individual students?
4b. Maintaining Accurate Records: How do you track student learning as it relates to this lesson?
o U (0)o D (1)o P (2)o N/A
o U (0)o D (1)o P (2)
1c. Selecting Instructional Outcomes: What do you want students to learn during this lesson?
4c. Communicating with Families: By what methods have you been communicating with families to make them aware of what their student is learning in the classroom?
o U (0)o D (1)o P (2)o N/A
o U (0)o D (1)o P (2)
1d. Demonstrating Knowledge of Resources: What resources were considered for this lesson and rejected? Why? What resources will be used? Why?
4d. Participating in a Professional Community: In what ways is today’s lesson related to collaboration with colleagues?
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
1e.Designing Coherent Instruction: List very briefly the steps of the lesson. 4e. Growing and Developing Professionally: What aspects of this lesson are the result of some recent professional learning?
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
1f: Designing Student Assessments: How will you measure the goals articulated in 1c? What does success look like?
4f: Showing Professionalism: High standards of honesty, integrity, and confidentiality are maintained. The candidate is professional in appearance and demeanor.
o U (0)o D (1)o P (2)
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student teacher
STEP 3: Form #2 Supervisor/Cooperating Teacher will gather evidence from Classroom Observation (on-stage Domain 2 & 3). Following observation/evidence collection, all evidence is shared with teacher candidate. *Additional sheets may be attached for evidence collection.
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student teacher
Middle Level/Secondary Methods Handbook Fall 2017 pg. 30
with input from the observer.
Step 4: Teacher candidate should review evidence and self-assess by highlighting on the corresponding rubric where they place lesson based on evidence. Teacher candidate may note additional evidence to be discussed on their rubric. Step 4: Supervisor/cooperating teacher will review self-assessment and select areas of agreement and areas for conversation during post-observation conversation. Step 5: Supervisor/cooperating teacher will complete final rating for all components by checking corresponding rating for each component on this form. KEY: U = Unsatisfactory; D=Developing; P = Proficient
with input from the observer.
DOMAIN 2: Classroom Environment DOMAIN 3: Instruction
o U (0)o D (1)o P (2)
2a. Creating a Climate of Respect and Rapport Teacher Interaction with Students; Student Interactions with One Another
3a. Communicating with StudentsExpectations for Learning; Directions and Procedures; Explanations of Content; Use of Oral and Written Language
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
2b. Creating a Culture for Learning In what ways have a culture for learning been established in this classroom? How does this lesson encourage the student to take responsibility for their own learning?
3b. Using Questioning and Discussion TechniquesQuality of Questions; Discussion Techniques; Student Participation
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
2c. Managing Classroom ProceduresManagement of Instructional Groups; Management of Transitions; Management of Materials and Supplies; Performance of Non-Instructional Duties; Supervision of Volunteers And Paraprofessionals Do classroom routines and procedures result in little or no loss of instructional time?
3c. Engaging Students in LearningActivities and Assignments; Grouping of Students; Instructional Materials and Resources; Structure and Pacing
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
2d. Managing Student BehaviorExpectations; Monitoring of Student Behavior; Response to Student Misbehavior
3d. Assessing Student LearningAssessment Criteria; Monitoring of Student Learning; Feedback to Students; Student Self-Assessment and Monitoring of Progress
o U (0)o D (1)o P (2)
o U (0)o D (1)o P (2)
2e. Organizing the Physical SpaceIs the classroom safe? What technology resources available in the classroom are utilized for the lesson.? Are adjustments made to the classroom furniture for group activities?
3e. Demonstrating Flexibility and ResponsivenessLesson adjustment; Response to Students; Persistence
o U (0)o D (1)o P (2)
0 – 21: Unsatisfactory 22 - 33: Developing 34 – 44: Proficient
Middle Level/Secondary Methods Handbook Fall 2017 pg. 31